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Section 4. Setting Up the M&E System
4.1 Overview of Setting up the M&E System 3
4.1.1 Seeing M&E as a System 3
4.1.2 Linking M&E to the Overall Project 4
4.1.3 Key M&E Tasks during the Project Cycle 6
4.1.4 Responding to Unplanned Needs and Requests for Information 7
4.2 Key Steps in Setting Up the M&E System 8
4.2.1 Purpose and Scope of the M&E System 10
4.2.2 Performance Questions, Information Needs and Indicators 11
4.2.3 Information Gathering and Organising 12
4.2.4 Critical Reflection Processes and Events 12
4.2.5 Communication and Reporting 14
4.2.6 Necessary Conditions and Capacities 14
4.3 Documenting the M&E Plan 16
4.3.1 M&E in the Project Implementation Manual 16
4.3.2 Indicative Contents for an M&E Plan 18
4.4 Quality of your M&E and Keeping it Updated 20
Further Reading 24
M&E needs to be understood as an integrated
reflection and communication system within the
project that must be planned, managed and
resourced it is not simply a statistical task or an external obliga-
tion. An M&E system requires:
1. Designing and set-up;
2. Gathering and managing information;
3. Reflecting critically (on experience and information) to improve
action;
4. Communicating and reporting results.
For the M&E system to function, you must have adequate
resources and put in place the necessary conditions and capacities.
This often involves capacity-building.
A well-functioning M&E system helps guide the intervention
strategy and ensure effective operations for all key stakeholders. It
is one part of the overall management of the project.
Each stage of the project cycle requires certain key M&E tasks to
be carried out by specific stakeholders.
A detailed M&E plan is developed during project start-up and
needs to be documented clearly and shared with those who are to
implement it.
The M&E system will itself need to be monitored and updated
regularly during the life of the project.
This Section is useful for:
Managers to help them ensure that staff,
partners and consultants are carrying out their
M&E jobs effectively;
M&E staff during start-up, to know how to
create and initiate an operational plan for a
comprehensive M&E system and procedures;
and, during implementation, to know how to
support partners and consultants in fulfilling
their M&E responsibilities;
Consultants when designing the M&E
component to ensure that it is comprehen-
sive enough and has sufficient resources,
capacities and inbuilt flexibility and also
when reviewing and updating the M&E
system;
IFAD and cooperating institution staff to
ensure that all key aspects of the M&E system
are in place.
Key Messages
4.1 Overview of Setting Up the M&E System
4.1.1 Seeing M&E as a System
A well-functioning M&E system manages to integrate the more formal, data-oriented side
commonly associated with the task of M&E together with informal monitoring and communica-
tion, such as field staff sharing impressions of farmer experiments with their manager over
morning coffee. If you can see M&E in this way as an integrated system of reflection and
communication supporting project implementation then you can plan for and manage it over
the entire life of the project. However, M&E is often seen as a statistical task or a tedious external
obligation of little relevance to those implementing the project. It is also common to see projects
separating the monitoring function from the evaluation function. In such cases, the higher-level,
impact-related assessments are sub-contracted and the project focuses only on tracking short-
term activities, thus limiting opportunities to learn if they are having a strategic input.
Seeing M&E as an integrated support to those involved in project implementation requires:
creating M&E processes that lead to clear and regular learning for all those involved in
project strategy and operations (see Box 4-1);
understanding the links between M&E and management functions;
using existing processes of learning, communication and decision-making among stakehold-
ers as the basis for project-oriented M&E;
putting in place the necessary conditions and capacities for M&E to be carried out.
Box 4-1. Planned components of the M&E system in WUPAP (Nepal)
Figure 4-1 illustrates the M&E system and how it links to other key elements of a project. For
M&E to be effective, four core tasks need to be fulfilled:
1. Designing and setting up the system;
2. Gathering and managing information;
A GUIDE FOR PROJECT M&E SECTION 4
4-3
In Nepal, the WUPAP programme has identified a wide range of activities it must integrate into its monitoring and evaluation system. This
includes standard work plan practices and project-specific innovations:
- critical events agenda - stakeholder workshops - participatory context analysis
- work planning and budgeting - political situation monitoring - progress and performance monitoring
- financial monitoring and auditing - primary stakeholder surveys - participatory impact monitoring
- process monitoring - external evaluations
3. Reflecting critically to improve action;
4. Communicating and reporting results.
A GUIDE FOR PROJECT M&E SECTION 4
Although Figure 4-1 shows the four tasks as a sequence, in reality they overlap. For example, a
project or component manager may be discussing field observations with staff over morning
coffee. In this situation, he or she gathers field observations from different people, they reflect
on them together, and then share the information with others all at once. On the other hand,
the production of the annual progress report will involve a more structured process with
separate steps information gathering during the year, a participatory project review process
where the information is discussed and analysed, and writing the report.
4.1.2 Linking M&E to the Overall Project
The figure below illustrates how the M&E system fits within the project. In Section 2, the idea
of managing for impact was explained in terms of four elements: guiding the project strategy
towards achieving impact, ensuring effective operations, creating a learning environment and
setting up and using the M&E system. Figure 4-1 focuses on the M&E element and how it links
with the two elements, project strategy and operations. The remaining element learning
environment is the context that influences how a project and its M&E system are imple-
mented.
Figure 4-1. The M&E system and how it links to the project strategy and operations
1. The project strategy (the plan for what will be achieved and how it will be achieved) is the
starting point for project implementation and setting up the M&E system (see Section 3).
2. The strategy is the basis for working out the project operations required to implement
activities efficiently and effectively.
3. The completion of project activities leads to a series of actual outputs, outcomes and
impacts. Comparing the actual outputs, outcomes and impacts with what was planned in
4-4
(plan for what will be achieved and how it will be achieved)
The M&E
System
Detailed
Operational
Plan
Project Outputs,
Outcomes and Impacts
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The Project Strategy
Developing
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Gathering and
Managing
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Communicating
and Reporting
Results
Reflecting
Critically to
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A GUIDE FOR PROJECT M&E SECTION 4
the project strategy and understanding the differences in order to identify changes in
strategy and operations is a core function of the M&E system.
4. The M&E systemconsists of four interlinked parts.
4a. You start setting up the M&E systemby identifying information needs to guide the
project strategy, ensure effective operations and meet external reporting requirements
(see Section 5). Then you need to decide how to gather and analyse this information
and document a plan for the M&E system. The process of working out how to
monitor and evaluate a project inevitably raises questions about the project strategy
itself, which can help improve the initial design. Setting up the M&E system with a
participatory approach builds stakeholders understanding about the project and starts
creating a learning environment.
4b. I mplementing the M&E system means gathering and managing information (see
Section 6). You can do this through informal as well as more structured approaches.
Information comes from tracking which outputs, outcomes and impacts are being
achieved and checking project operations (e.g., activity completion, financial manage-
ment and resource use). After information gathering and management starts, you will
need to solve problems or will have new ideas for improving the initial M&E plan.
4c. I nvolve project stakeholders in reflecting critically (see Section 8). Once information
has been collected it needs to be analysed and discussed by project stakeholders. This
may happen formally for example, during the annual project review workshop. Or it
may happen informally for example, by talking with farmers about their ideas
during weekly field visits. In these reflections and discussions, you will probably
notice information gaps. These can trigger adjustments to the M&E plan to ensure the
necessary information is being collected.
4d. The results of M&E need to be communicated to the people who need to use it. Only
then can you call the M&E system successful (see Section 6). This includes reporting to
funding agencies but is much broader. For example, problems experienced by field
staff need to be understood by their manager. Project progress and problems must be
shared with project participants so you can identify solutions together. Reports to
funding agencies need to balance successes and mistakes and, above all, be analytical
and action-oriented. Some of those who are to use the information may have been
involved in collecting data and/or analysing part of it. However, you need to plan
how to inform those who were not involved.
5. Ultimately the results from M&E both the communication processes and the informa-
tion - will improve the project strategy and operations. Senior management is responsible
for seeing to this with the support of M&E staff. Sometimes improvements can be
immediate. For example, extension staff may be complaining one day about a vehicle
maintenance problem, which the project manager can act on directly. Or there may be a
need to change the sequence of certain activities, which the responsible unit manager has
the flexibility to do. But sometimes more extensive negotiations may be required between
the project director, the supervising ministry, the cooperating institution and IFAD. For
example, if a supervision mission notices major problems with an entire project
component, such as micro-credit, changes to the loan agreement may be necessary.
So for M&E to work as a tool for managing for impact, project management and the M&E
staff need to be clear on how to identify, agree upon and follow up on project improve-
ments. If this process for guiding change is not in place, even a very good M&E system
will not have much value for the project.
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A GUIDE FOR PROJECT M&E SECTION 4
4.1.3 Key M&E Tasks during the Project Cycle
Considering M&E as a system helps in understanding the range of M&E tasks that different
people will need to undertake during the project cycle. The list below looks formidable indeed.
But look closely at it and you will probably recognise that you are already implementing many
of the tasks as part of your M&E responsibilities. Furthermore, these tasks are specific for each
stage of the project and most of them will be shared among a range of people.
Note that these M&E tasks are not the sole responsibility of M&E staff or an M&E unit, if the
project has these. Rather, they should be seen as functions for which responsibility is to be
shared. This makes it critical to give careful thought to whom to involve in each one. Making
the M&E system and processes more participatory means sharing these functions. This, in
turn, makes shared learning through M&E possible.
Figure 4-2. Key M&E Tasks
Establish the scope and purpose of the M&E system.
Indicate key performance questions and indicators, plus associated monitoring mechanisms.
Identify organisational arrangements for M&E.
Develop terms of reference for M&E staff.
Indicate the process for how M&E is to be established during start-up.
Establish an indicative M&E budget.
Document the above in the M&E framework.
Revise performance questions, indicators and monitoring mechanisms after reviewing the
project strategy.
Organise training with staff and partners likely to be involved in M&E.
Initiate baseline studies, as appropriate.
Prepare a project implementation manual with key staff.
Review project design in relation to M&E with key stakeholders.
Develop a detailed M&E plan, taking into consideration existing mechanisms with partners.
Put in place necessary conditions and capacities for M&E to be implemented.
Ensure information needs for management are met.
Coordinate information gathering and management.
Facilitate informal information gathering and communication.
Support regular review meetings and processes with all implementers.
Prepare for supervision missions.
Prepare for and facilitate the annual project review.
Conduct focused studies on emerging questions.
Communicate results to stakeholders.
Prepare annual progress reports.
Collate information for the mid-term review.
Facilitate the internal review process to prepare for the external review process.
Help respond to MTR feedback.
Adjust the M&E system, as necessary.
Assess what the implementers can do to sustain impact and sustain M&E after closing down
and implement these ideas.
Hold workshops and do field studies with key stakeholders to assess impacts.
Identify lessons learned for the next phase and/ or other projects.
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Early design phase
(formulation and
appraisal)
Start-up prior
to loan effectiveness
(with the Special
Operating Fund)
Start-up after loan
effectiveness
Main implementation
Mid-term review
(MTR)
Phasing out and
completion
A GUIDE FOR PROJECT M&E SECTION 4
1
Perrin, B. 2001. How to and How Not to Evaluate Innovation. Evaluation 8(1).
Each project will need to modify this list to suit its operating conditions. Box 4-2 shows one
example of project-specific M&E functions in Guatemala. Another example is from the SAIP
project in Bangladesh, where M&E specialists were hired during start-up to work with project
management to design and operate the M&E system. The M&E specialists also took responsi-
bility for developing the impact-monitoring methodology and reaching agreement on indica-
tors, with the participation of NGOs and primary stakeholders. Since this project was focusing
primarily on participatory development, there was the vital need for a thorough introduction
to participatory impact monitoring at an early stage. It was the responsibility of the M&E
specialists to draw up and implement a training plan for M&E staff at district and field levels.
Yet another example comes from Benin. At project start-up, the M&E coordinator developed a
manual for guiding the projects monitoring and evaluation process. The manual provides
formats for recording revenues from income-generation activities, details on collecting data for
the indicators, and information on how field extension agents, NGOs and heads of depart-
ments should report. The manual is considered to be an evolving process, influenced by the
experiences of people using it. So revising it will be a recurring M&E task at later stages.
Box 4-2. M&E functions through which the Cuchumatanes project (Guatemala) learned about and adjusted its work
4.1.4 Responding to Unplanned Needs and Requests for Information
So far, M&E has been discussed as if it were a process that can be planned entirely ahead of
time. However, most project M&E units will often receive sudden demands from the project
manager, ministries, steering committees and funding agencies to provide a report on a
specific issue, or some other type of information.
When developing the budget, include a budget line for unplanned costs, say a 10% contin-
gency allocation. Leading corporate research organisations typically save part of the research
budget and time for projects that do not fit into the established categories. Sometimes up to
25% of the research budget is left open to ideas that do not fit into existing categories.
Alternatively, you can top off specific budget lines with resources for unplanned activities. For
example, you can add two weeks per year for consultants to deal with focused evaluations or
monitoring questions that might be requested during the year. Also plan in extra time for key
staff to deal with unplanned M&E-related requests. Three days per month, for example, may
seem like a lot. But, in practice, even more days are quite commonly required.
4-7
Elaborating monthly and half-yearly reports on physical and financial progress, based on an automated monitoring database
Elaborating monthly progress reports for the national information and planning system of the ministry of agriculture
Operating the automated monitoring system on the outcomes of activities
Permanent updating of the primary stakeholders database
Elaborating standards and rules concerning use of the M&E information (for quality assurance)
Carrying out annual self-evaluation events
Carrying out annual participatory evaluation workshops
Carrying out internal evaluations of the project management unit (PMU)
Undertaking SWOT (see Annex D) analysis of the project, its components, its internal functioning mechanisms and implementing
organisations
Participating in thematic studies to understand more about the appropriateness of the intervention strategy
Elaborating the terms of reference and supporting special evaluations on key aspects of the intervention strategy
Carrying out emergent evaluations on critical aspects that arise
Carrying out unplanned, occasional evaluations on an as-needed basis
Participating in ongoing operational fieldwork activities
A GUIDE FOR PROJECT M&E SECTION 4
In Cuchumatanes, Guatemala, the M&E unit carries out what it calls emergent evaluations,
which the project director requests when more information is required about certain activities.
The M&E unit produces alert reports that highlight the need for extra information. Some
additional thematic evaluations or research studies are contracted out. Among the emergent
evaluations thus far, were case studies about organisational issues, an evaluation of the
communal banks programme and an evaluation of environmental impact.
During project design, include a category in the appraisal report such as sudden opportuni-
ties or M&E contingency and identify the upper budget and time limit for unplanned M&E
activities. If managers keep track of the time and money spent on unplanned M&E activities
and see that the limit has almost been reached, then they can more easily explain to those
requesting additional reports or information why it is not possible to respond to all demands.
4.2 Key Steps in Setting Up the M&E System
The six steps involved in designing an M&E system are:
1. Establishing the purpose and scope why do we need M&E and how comprehensive should
our M&E system be?
2. Identifying performance questions, information needs and indicators what do we need to
know to monitor and evaluate the project in order to manage it well?
3. Planning information gathering and organisation how will the required information be
gathered and organised?
4. Planning critical reflection processes and events how will we make sense of the informa-
tion gathered and use it to make improvements?
5. Planning for quality communication and reporting how and to whom do we want to com-
municate what in terms of our project activities and processes?
6. Planning for the necessary conditions and capacities what is needed to ensure our M&E
system actually works?
A good appraisal report will include an indicative M&E framework that provides enough detail
about these questions to enable budgeting and allocation of technical expertise, give funding
agencies an overview of how M&E will be undertaken, and guide project and partner staff
during start-up. But this will only be indicative and needs to be adjusted and detailed further
during the start-up phase (see Box 4-3).
Box 4-3. Design of M&E in the project appraisal of a rural microenterprise development project in Colombia
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In the appraisal report for the PADEMER project, the M&E system was outlined as follows, painting an ideal situation and giving the
details required to make it operational at start-up.
The national technical coordination unit (NTCU) of the project should integrate both the monitoring and evaluation functions within the
framework of the national evaluation system. The NTCU will be responsible for formulating the annual work plans and budgets (AWPBs),
systematising information on project progress to guarantee timely decision-making by management and preparing relevant reports. T he
monitoring unit (MU) should ensure timely provision of information for management decisions. Among the units human and other
resources are the M&E head, administrative support and the necessary office and computer equipment, plus a budget to cover consulta-
tion costs for specific studies. The MU should ensure that the collection, processing and analysis of information on project progress be
available to management, serving its aims. Both the MU and the evaluation unit will undertake valuation activities on progress, their
respective responsibilities to be defined. The proposed activities for the MU are: elaborating weekly progress reports with data on project
progress and formulating indicators for project monitoring in line with the implementation plan.
A GUIDE FOR PROJECT M&E SECTION 4
Below, you will find the tasks for each step in taking the outline of an M&E system from an
appraisal report and designing the details that make it operational (see Table 4-1). More
detailed explanations for each step can be found in Sections 5 through 8.
Table 4-1. Tasks needed when detailing the M&E plan based on a project appraisal report
Careful thought is needed regarding whom to include when detailing the M&E system. In the
first years of the PADEMER project, Colombia, for example, the monitoring unit designed the
M&E system. One part of this process included a workshop to define the principle indicators.
Participants included: the national technical coordination unit, the implementing NGOs, the
Mixed Corporation for Micro-Enterprise Development and members of the management
committee (ministries of agriculture and economic development and the national planning
department).
The more diverse stakeholders you can include in the process, the more all-round clarity you
will eventually have as to what is needed from whom and when. But this will take more time
participation inevitably does!
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Tasks during Project Start-up to Develop a Detailed M&E Plan
Review the purpose and scope with key stakeholders.
Assess the information needs and interests of all key stakeholders.
Precisely define all questions, indicators and information needs
for all levels of the objective hierarchy.
Check each bit of information for relevance and end-use.
Plan information gathering and organising in detail (who will do
use which method to gather/synthesise what information, how
often and when, where, with whom, with what expected infor-
mation product).
Check the technical and resource feasibility of information needs,
indicators and methods.
Develop formats for data collection and synthesis.
Make a precise list of all the audiences, what information they
need, when they need it and in which format.
Define what is to be done with the information simply send it,
provide a discussion for analysis, seek relevant feedback for verifi-
cation, etc.
Make a comprehensive schedule for information production,
showing who is to do what by when in order to have the infor-
mation ready on time.
Precisely detail which methods/approaches are to be used, with
which stakeholder groups and for what purpose.
Identify who is responsible for which reflective events.
Make a schedule that integrates all the key events and
reporting/decision-making moments.
Come to a precise definition of: the number of M&E staff, their
responsibilities and their linkages, incentives needed to make
M&E work, organisational relationships between key M&E stake-
holders, the type of information management system to be
established and a detailed budget.
Outputs in Project Appraisal
Report (the M&E Framework)
Broadly defined purpose and scope
of M&E in the project context
List of indicative key questions and
indicators for the goal, purpose
and output levels
Generally described information
gathering and organising methods
to enable resource allocation
Broad description of key audiences
and types of information that
should be communicated to them
to enable resource allocation
General outline of key processes
and events
Indicative staffing levels and types,
clear description of organisational
structure of M&E, indicative
budget
M&E Design Steps
1. Establish the purpose
and scope
2. Identify performance
questions, indicators and
information needs
3. Plan information
gathering and
organising
4. Plan for communication
and reporting
5. Plan critical reflection
processes and events
6. Plan for the
necessary conditions
and capacities
A GUIDE FOR PROJECT M&E SECTION 4
4.2.1 Purpose and Scope of the M&E System
Clear definition of the purpose and scope of the intended M&E system helps when deciding
on issues such as budget levels, number of indicators to track, type of communication needed
and so forth. The appraisal report will include a brief M&E purpose statement (see Box 4-4),
but you will need to revisit this question at start-up with representatives of implementing
partners and primary stakeholders.
Whenever you are unclear about a decision on whether to monitor more or less or whether to
choose one methodological option or another, you can return to the stated M&E purpose for
guidance. Specifying the purpose also helps to make clear what can be expected of the M&E
system, as it forces you to think about the nature of the project and the implications for infor-
mation needed to manage it well.
Box 4-4. Examples of an M&E purpose statement
When formulating the purpose at appraisal or revisiting it during start-up, ask yourself the
following question:
What are the main reasons to set up and implement M&E, for us as implementing part-
ners and primary stakeholders and for other key stakeholders?
With a shared understanding of the overall purpose, the next step is to clarify the scope of the
M&E system. Scope relates to the extent and degree of sophistication of the system. M&E
systems can be highly sophisticated, requiring considerable expertise in qualitative and quanti-
tative research methods and extensive information management. They can also be very simple
systems that rely largely on discussions with stakeholders and do not try to gather large
amounts of data.
These different systems will not yield the same results. Each has specific advantages and disad-
vantages, such as degree of precision and capacity required and labour and cost involved. The
sophistication of the M&E system that is appropriate to your situation will depend on your
M&E purpose, available resources and M&E expertise. Define the scope of the M&E system by
asking:
What level of funding is potentially available?
What level of participation in M&E by primary stakeholders and partner organisations is
desirable and feasible?
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The core purposes of the M&E system for the SWA Rural Development Project in Armenia are to provide the information needed for
impact-oriented project management and to involve key stakeholders in learning how to improve project implementation. The M&E
system will provide regular reports on project progress to the different stakeholder groups in a format appropriate for their needs.
The WUPAP programme in Nepal outlines the main purpose of the participatory M&E (PM&E) element and of the management informa-
tion system (MIS). Objective of the PM&E is to support the programme management to ensure compliance with the programmes
strategy and approach, to improve responsiveness, efficiency and effectiveness by providing constant feedback from the beneficiaries,
programme staff and other stakeholders, and to contribute to the learning of all stakeholders by promoting policy dialogue. Objective of
the MIS is to support the programme management in effective decision-making and to improve responsiveness to programme stake-
holders by collecting, processing and providing reliable and timely information.
For a project that focuses on building primary stakeholders capacity for project management, the M&E purpose statement could be:
The core purpose of the M&E system is to strengthen the capacity of primary stakeholders to manage the resources over which they
have decision-making power. The M&E system will provide information on service-provider quality and project progress to the primary
stakeholders, furnishing analysis to identify concrete improvements. The system will also provide regular reports on project progress to
funding agencies and responsible ministries.
A GUIDE FOR PROJECT M&E SECTION 4
How detailed does the M&E information have to be, either in terms of quantitative or qual-
itative data?
What sort of baseline study is desirable and feasible?
What are the current M&E capacities among primary stakeholders and partner organisa-
tions, and how will this affect the desired levels of M&E?
4.2.2 Performance Questions, Information Needs and Indicators
The most common approach when setting up project M&E is for the M&E coordinator to take
each objective and start listing quantitative indicators in the second column of the logframe
matrix. This often creates problems. The problems arise not from the quantitative indicators
but from the process of jumping directly from objectives to indicators. Many objectives are
complex so cannot be summarised in terms of one or a few indicators. Also, while it might be
possible for quantitative information to be found that shows if objectives are being met, it
does not necessarily explain why and if this can be attributed to the project. Therefore,
multiple sources of quantitative and qualitative information are critical to explain what is
happening and to look closely at relationships between different pieces of information, rather
than single indicators.
Working with performance questions (see Box 4-5) to guide indicator analysis will give you a
more integrated and meaningful picture of overall project achievements. Answering these
questions requires descriptive analysis and quantitative information. Starting by identifying
performance questions makes it easier to recognise which specific indicators are really
necessary. Sometimes a performance question can be answered directly with a simple quantita-
tive indicator. However, very often the question can only be answered with a range of qualita-
tive and quantitative information.
Box 4-5. Examples of performance questions
Performance questions are needed for each level in the objective hierarchy but also for the
project as a whole. For example, you will most probably want to ask some questions about the
process of project implementation, such as the quality of relationships between certain target
groups and implementing NGOs. Or maybe, How do project partners feel that the project
management unit can improve to enable them to carry out their responsibilities? You will
also want to keep track of unanticipated impacts for example, Have any of the project inno-
vations been adopted by people in neighbouring districts who are not the main target group?
Remember that information needs will shift over time, so performance questions will need
revision. In projects set up based on the idea of performance questions, the project appraisal
report includes a list of indicative performance questions and indicators. After revising the
objective hierarchy with key stakeholders at start-up, you can refine these indicative questions
together to fit any revisions made to the project strategy.
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Performance questions are not just about what has been achieved. They also ask why there is success or failure and what has been learned
to improve future action. Examples of performance questions include:
How has the purchasing power of target households changed as compared to non-target groups? What external factors have influ-
enced any changes?
To what extent are target households better able to meet their housing, education and health needs than non-target households?
How have the diversity, production and productivity of agriculture in the target area changed as a result of project activities and as a
result of external factors?
A GUIDE FOR PROJECT M&E SECTION 4
For most projects, performance questions will not (yet) exist. To develop good performance
questions, you first need to be very clear about the project aims. So the process of finding
performance questions with stakeholders will help you further refine the project design
together.
In IFAD-supported projects, identifying performance questions and selecting indicators increas-
ingly involves the intended primary stakeholders. The process of participatory performance
questions and indicator identification is quite different from one that limits itself to the project
team. This issue and others about performance questions and indicators are discussed in more
detail in Section 5.
4.2.3 Information Gathering and Organising
Many appraisal reports include a long list of indicators. Yet often little thought is given to the
practical implications of gathering the required information, not to mention how it will be
used to manage for impact. During start-up, a critical task for all implementing partners is to
assess what information can realistically be collected, given available human and financial
resources.
For each information need or indicator, you must establish how the information will be
collected and organised. For example, monitoring progress on irrigation infrastructure develop-
ment may require that primary stakeholders and project staff check what infrastructure has
actually been constructed and if it is working properly. This is relatively straightforward.
However, monitoring the impact of the irrigation development for example, in terms of
changes in household income requires a different method. One method you could consider is
household surveys. This is a fairly time-consuming and expensive monitoring activity and one
that does not make primary stakeholder participation easy. A different option might be village-
led surveys and open discussions with impact flow diagrams (see Annex D) about how daily
life has changed as a result of irrigation. Another example might be monitoring the implemen-
tation of an experimental microenterprise development fund. For this, you might choose to
hold regular meetings or workshops with the implementing partners and entrepreneurs.
Not only will each indicator require choosing a different method, but for each indicator or
information need you will usually present several options. Annex D describes many moni-
toring and information gathering methods qualitative and quantitative and individual versus
group-based. They range from simple record-keeping forms to agronomic assessments of yield
changes, household surveys and participatory workshops. For example, instead of a detailed
and extensive household survey on child immunisation, you could hold a focus group meeting
with mothers to discuss the extent of immunisation, opinions on how this service is being
provided, etc. Each method has specific advantages and disadvantages in terms of cost, relia-
bility of data, skill needed, ability to quantify results and richness of information generated.
Particularly critical at the moment of method selection is knowing who will be involved in
collecting, compiling and analysing. The more that the intended users of the methods can be
involved in selecting or developing the methods, the more chance there is that they will
understand them and use them correctly. If methods are selected by someone not using them,
then training users in the methods will be essential.
Gathering data is one thing. But each bit of information also needs to be collated, perhaps
summarised and certainly analysed by the right people. This will need to be planned in detail
at start-up. Project field staff are often only involved as data collectors and primary stake-
holders only as data providers. Seeing monitoring as a learning process implies that analysis
and agreeing on actions are undertaken with all levels in the project hierarchy and with
partners. As a general rule, data collection and analysis should be undertaken with those to
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A GUIDE FOR PROJECT M&E SECTION 4
whom the data, analysis and decisions pertain and, therefore, at the relevant level. Field staff
would, for example, need to understand about project reach within the administrative division
for which they are responsible, while the project director needs to analyse project reach for the
entire project area.
See Section 6 for practical aspects of information gathering and management.
4.2.4 Critical Reflection Processes and Events
How can people be involved in making sense of the data generated by M&E processes and in
assessing the implications for the project strategy and operations? This aspect of M&E receives
no attention in the logframe matrix and is rarely given the attention it needs during project
design.
The M&E section in the appraisal report may have outlined the main critical reflection
processes and events. But this is rare. Usually during start-up, you need to plan such processes
in detail (what will be the focus, who will participate, will they be facilitated or self-managed,
how will one process feed into others, etc.) and schedule when they will occur (see Table 4-2).
Section 8 deals with critical reflection in detail. Figure 2-3 in Section 2 shows some common
reflection events that occur during the life of most projects and how they complement each
other.
Table 4-2. Example of Critical Reflection Schedule for a project
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Note: This is a project-centric list. Primary stakeholders will have their own schedule of events, as will each of the implementing partners.
The art of participatory M&E is to link these different schedules for shared learning.
Critical Reflection Processes
or Events
Purpose and Description Whom to Involve Timing
Participatory review of
project strategy
Update the situation analysis, revise
problems/visions, adjust objective hierachy and
assumptions
Representatives of intended
primary stakeholders, staff
of participant organisation,
all project staff, facilitator
Three-day workshop
at start-up
Development of M&E plan
with stakeholders
Assess different information needs, take stock
of who is already doing what, agree on priority
information areas, refine questions/indicators,
decide on methods, agree on responsibilities
Representatives of intended
primary stakeholders, staff
of participant organisation,
all project staff, facilitator
Four or five full-day
meetings during the
first six months of the
project
Quarterly progress reviews
by PMU staff
Discussion of key successes and problems Senior staff of PMU and
partner organisation
One-day meeting
every three months
Field visits Firsthand look at what is happening in the
field, informal chats about how activities are
being implemented
Field staff, supervisors of field
staff, project director
Weekly visit for field
staff, monthly for the
project director
Annual project review Summary of key successes and problems, ideas
for changing project activities/outputs and
assumptions, review of implications for the
project logframe, identification of lessons
learned about project implementation, M&E
system adjustment
Representatives of intended
primary stakeholders, staff of
implementing partners, all
project staff, facilitator
Once a year
Periodic review workshops
of key project components
Focused discussion about the strategy and
operations of key components to adjust the
objective hierarchy, solve problems and identify
lessons learned
Key stakeholders of the
project component: intended
primary stakeholders, imple-
menting partners, field and
senior project staff
Once a year in the
first two years; after
that, once every two
years
Preparation for supervision
missions
Explain the mission purpose, agree on what
the project and stakeholders would like to get
out of the mission, identify who needs to
prepare what before the mission, organise the
logistics
Small group of primary stake-
holder representatives, senior
staff of the participant organi-
sation, senior project staff
One month prior to
the supervision
mission
A GUIDE FOR PROJECT M&E SECTION 4
Critical reflection can occur formally and informally. Formally, it can be facilitated during
project meetings, workshops with partners and primary stakeholders or as part of external
evaluations. Informally, it can occur in ongoing discussions between project stakeholders.
There are endless examples of how reflection can be encouraged. For example, in
Cuchumatanes, Guatemala, individual learning was encouraged by having core M&E staff
participate in ongoing field activities. This gave them a clearer understanding of project opera-
tions: the relationships and how primary stakeholder generally accept and view operations. In
Tropisec, Nicaragua, the extension agent of the implementing partner meets up with grass-
roots organisations to analyse current progress and results and to identify possible actions and
resource requirements for the coming period. As part of their annual work programme within
the project, all technical project staff are expected to share at least one significant learning
experience with colleagues.
4.2.5 Communication and Reporting
The appraisal report will usually specify the expected reporting schedule, indicating who
should receive a report and when. Often these will be reports for the funding agencies for
accountability reasons. However, you also need to communicate M&E findings to many other
stakeholders and for different reasons. For example, implications for policy must be shared
with government officials, use of funds can be shared with partners and primary stakeholders,
and documented lessons learned about the project strategy should be distributed to other
projects.
During start-up, develop a detailed idea of your communication strategy. Include not only
formal reports but also communication efforts that seek feedback about interim findings, and
discuss what actions are needed.
With representatives of all key stakeholders, develop a precise list of all the audiences,
what information they need, when they need it and in which format.
Spend some time discussing why each of these audiences needs information. To seek
feedback for verification? As input for discussions of the implications for project strategy
and operations? To clarify their responsibilities? For accountability? To influence and gain
more support for field activities?
Schedule clearly the production of information needs, showing who is to do what by
when in order to have the information ready on time.
Organise the events during which the information is to be communicated and discussed.
Section 6 discusses principles of communication and ways to seek feedback. Annex D includes
methods you might find helpful to facilitate communication.
4.2.6 Necessary Conditions and Capacities
In the appraisal report, you will find an indicative budget for M&E and a description of how
M&E should or could be organised. But getting the M&E system working also means thinking
of appropriate incentives, ensuring you have the right and enough human capacity at hand,
and thinking about ways of storing and sharing information. The necessary conditions and
capacities for the M&E system to function were introduced in Section 2. They are dealt with in
detail in Section 7. Table 4-3 lists key questions that need answers when detailing M&E to
make it operational.
Discuss appropriate organisational structures for M&E at start-up. This is critical to the success
or failure of M&E. It is the moment when negotiations need to reach decisions about each
of the partners responsibilities and information requirements.
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IFAD-supported projects often have one of two basic organisational arrangements for M&E:
1. M&E is coordinated by an M&E coordinator or unit within the project management unit
(and supplemented by external M&E contracts) to facilitate managements quick use of
information;
2. M&E is carried out by a separate M&E group for example, subcontracted to a research
institute or located within a government department aiming to provide more objectivity
and independent analysis.
Overall, experiences from many projects suggest that M&E is much more effective when those
implementing M&E are part of project operations and decision-makers. This can be supple-
mented in important ways by more external M&E support. And other innovations are
emerging that place M&E firmly in the hands of primary stakeholders or field teams (see Box
4-6).
Table 4-3. Questions to guide the detailed planning of M&E conditions and capacities
Box 4-6. Participatory M&E generates attitude and culture of self-evaluation and empowerment
in community-based organisations
A GUIDE FOR PROJECT M&E SECTION 4
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Questions to Guide Detailed Planning
What are the existing M&E capacities with project partners?
What training will be necessary?
What consultancy support will be required?
Are M&E responsibilities included in job descriptions and terms of reference?
How will reflection and learning among staff, partners and the intended primary stakeholders be
encouraged?
Will there be an M&E unit or will M&E be spread among all parties? If there is a unit, how many
people will it have and where will it be located, under whose authority?
How closely connected will M&E staff be with project management?
What information must be stored and accessible, when, how and for whom?
What level of computerisation is required and appropriate?
What expertise will be required to set up the information management system?
Is there a separate M&E budget and have sufficient resources been allocated?
Has the staffing allocation for the project taken into account time for all relevant staff to
undertake M&E activities?
Conditions and Capacities
Human capacity for M&E
Incentives for implementing
M&E
Organisational structures
Management information
systems (MIS)
Financial resources
The participatory evaluation method used by one of the implementing agencies in Prochalate, El Salvador, focuses on generating an
attitude and culture of self-evaluation and the empowerment of the community-based organisation (CBO) field teams. With this system,
it is possible to avoid preconceptions and vested opinions while reinforcing the idea of evaluation for improvement instead of for
judgement. The approach has four steps: self-evaluation, cross-evaluation in the field, plenary workshop (with the two teams together)
and a final summing-up.
During the self-evaluation, each team evaluates its working plan at the middle and end of the year, looking at i) the proposed objec-
tives, ii) the reached and unachieved objectives, and iii) improvements needed.
The cross-evaluation consists of a team in the field facilitating the participatory evaluation of another team. This implies field visits to
observe technical aspects, as well as a review workshop. Workshops are carried out with the primary stakeholders of another team to
evaluate the quality of work done by the implementing agency, rather than focusing on the extension agents. This facilitates and
guarantees the neutrality and freedom of the stakeholders when giving their opinions. It also avoids intimidation due to the presence
of the extension agent. This generates a professional ethic and encourages constructive criticism.
In the plenary workshop, each team presents its own evaluation and the evaluation made by the other team.
The process ends with a final summing-up in which the results of the self-evaluation workshop are compared with the results found by
the other team.
A GUIDE FOR PROJECT M&E SECTION 4
Once most of the detailed M&E plan has been completed, you can take a fresh look at the
M&E budget. Box 4-7 provides a list of likely M&E costs. How you cost M&E depends on
whether you allocate resources to specific M&E activities or whether you include M&E in
generic categories, such as staff training, participatory workshops, etc. Details on
budgeting for M&E are discussed in Section 7.
Box 4-7. Possible M&E costs to consider in the budget (see Section 7 for more details)
4.3 Documenting the M&E Plan
Projects have three core documents that serve to guide M&E:
1. The M&E framework in the project appraisal report (see Section 3 and Section 4.2,
Table 4-1, for a discussion);
2. The project implementation manual;
3. The M&E plan or manual.
4.3.1 M&E in the Project Implementation Manual
Most projects allocate time and resources to develop what is known as a project implementa-
tion (or procedures) manual. This is a set of guidelines with information about financial
accounting procedures, procurement procedures, guidelines for staff travel, guidelines for the
use of vehicles and other equipment, and other details necessary for the smooth operation of
the project.
The detailed M&E plan may be part of the project implementation manual, an annex to it or a
separate document. Irrespective of where it can be found, the implementation guidelines and
M&E guidelines must be closely linked and, above all, coordinated. Contradictions or ambigui-
ties in the two sets of guidelines must be avoided.
As the detailed M&E plans may contain an overwhelming degree of detail, summaries for all
project participants are helpful to keep everyone focused on their responsibilities. A good way
to summarise specific inputs is in an M&E timeline for everyone who plays an important M&E
role (see Box 4-8). Ideally, these timelines should be integrated within weekly and monthly
activity timelines so that M&E becomes an integrated part of activities.
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Staff time, such as: planning, implementing and improving all the M&E processes; report writing and analysis; capturing and docu-
menting lessons learned; facilitating community-based M&E processes
Consultants/Technical assistance(fees, travel expenses), such as: developing a detailed M&E plan; establishing management informa-
tion systems; facilitating review workshops, training and capacity-building; checking of audits
Evaluation events (venue costs, travel and accommodation, materials, per diems, course fees), such as: M&E planning workshops,
annual community review workshops, specific monitoring activities, focused evaluations on important topics
Materials and equipment, such as: technical equipment for monitoring; computer and network hardware and software; dial-up
networking charges; network maintenance contract
Publication and documentation, such as: printing documents and distribution; display boards; materials
A GUIDE FOR PROJECT M&E SECTION 4
Box 4-8. Working with an M&E timeline
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Knowing when information is needed is critical. By the time you have reached this point of specifying the M&E plan, you may find it hard
to remember all the key M&E moments and how they relate to each other and to planning.
An M&E timeline is a useful tool for maintaining an overview of the various internal activities scheduled, key reporting moments and
external missions. One simple aid for coordinating M&E activities is to hang a copy of the timeline in a central meeting room and ask
each team member to make a personalised version in which his/her responsibilities are outlined over the year.
Example 1. One project in Zimbabwe records M&E milestones in a calendar like the one below. This project also had a separate moni-
toring calendar on institutional process that indicated when reports had to be sent to whom and on what topic.
EXTRACT FROM: Calendar on outcome and impact monitoring and assessment (annual)
Year Activity Responsible Person and/or Unit
Y1, 3-4th quarter Participatory irrigation scheme appraisal in all schemes > District team/planning facilitators
Y2, 1st and 2nd quarter Farmer and scheme-level baseline survey (questionnaire) > Project management/consultant
Study on scheme costs > Project management/consultant
Financial viability survey of 24 schemes > Planning facilitators
Y2, 3rd and 4th quarter Environmental screening/scoping > Consultant
Training needs assessment > Training coordinator
Service performance assessment of selected rural district councils > Consultant
and support agencies
Institutional mapping and SWOT analysis > Consultant
Context assessment > Monitoring expert
Example 2. A project in Nepal plans to use a CEA, a critical events agenda, which lists the most critical project milestones to be
monitored. It is to be discussed in annual stakeholder workshops and included in all annual reports. It will be updated regularly. It looks
like the table below.
Number Critical Event Target Date Completion Date Status/Causes of Delays
The same project also outlined its indicative monitoring and evaluation plan in the appraisal report in terms of what each M&E report
and activity was contributing towards the six main M&E objectives it had set (see below).
M&E Report
and Records
Progress
Monitoring
Performance
Monitoring
Learning Impact
Monitoring
Tracking
of Broader
Context
Trend Analysis
and
Forecasting
Responsibility Methodology Users Objectives
Periodic
19 different
entries
Non-
periodic
8 entries
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4.3.2 Indicative Contents for an M&E Plan
A documented plan is critical for keeping track of activities and resources. The operational
plan for project M&E provides the conceptual and, above all, practical basis for planning,
monitoring and evaluation within the project. In Cuchumatanes, Guatemala, the M&E
document described: its objectives, strategies, methodologies, work plan, its activities in detail
and the technical tools to be used. The document also defined the main concepts related to
M&E, the redesigned logframe matrix, the adjustment of information collection systems and
the database of primary stakeholders.
The M&E operational plan will be the reference point for stakeholders throughout the project
life. So it needs to be comprehensive enough, at the macro level, to provide a clear picture of
the overall project intentions and how the M&E system will serve this. At the micro level, it
must give fine detail on schedules, responsibilities, budgets and so on, which will help guide
the drawing-up of AWPBs. Where monitoring tasks are implemented with local stakeholders,
such details may have to be translated into local languages.
Table 4-4. Indicative contents for an M&E operational plan
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Topic
Purpose and scope
Approach
Revised logical
framework,
plus performance
questions,
indicators,
information needs
and sources
Management
information system
and reporting
Description
Project overview and objectives, rationale and justification for the design of the M&E system
How the M&E system will support project management and meet the reporting requirements and informa-
tion needs of different stakeholders
Summary of overall experience of M&E undertaken with key stakeholders
Discussion of extent of participation, balance between qualitative/quantitative approach, resource intensive-
ness and the intended poverty focus of the M&E system
Overview of how stakeholders will be involved, what learning-oriented approaches will be used and, in general
terms, what information gathering and analysing methods will be used; for example, the extent of use of partici-
patory approaches, geographic information systems, computer-based information systems or baselines surveys
Precise definition of all performance questions, indicators and information needs for all levels of the objective
hierarchy:
Assessment of the information needs and interests of all key stakeholders
Assessment of indicators of exogenous factors and assumptions (e.g., climate, prices, outbreak of pests and
disease, economic situation, policy environment)
Assessment of information needs and indicators for relevance and end-use and for technical and resource
feasibility
Selection of performance questions and indicators
Purpose of the management information system
Organisation of information gathering and synthesis:
- For each expected information product who, what, when and where
- Schedule of information production who, what, when, to whom, for what purpose
- How computerised networks and manual archiving systems are expected to function, with/to whom, for
which data
- Outline of data storage needs
Expected reporting outputs, for example:
- Informal communication and feedback channels
- Report flows deadlines and frequencies
- AWPBs outline of the AWPB format, including output/activity plans and budgets, consolidated budgets,
a training plan, a procurement plan, a contracted services plan
- (Bi-) Annual progress reports for the project as a whole and each component, village-based reviews
- (Bi-) Annual financial reports
- Recurrent supervision missions
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Precise definition of methods to be used with different stakeholder groups for two core purposes:
1. M&E of resources, activities and implementation for effective project operations:
Project resources: transport use, allowances, register of assets, register of services/technical assistance
Project activities: training (workshops, study tours, etc.), construction (technical or social infrastructure),
scheme organisation, trials and demonstrations, credit lines, etc.
Other monitoring activities
2. M&E of outcomes and impact for guiding the project strategy, for example:
Proposed surveys: baseline/household, component, staff
Participatory annual assessment and planning workshops
Other annual evaluation and beneficiary assessments, reviews and planning sessions
Mid-term review and project completion report
Feasibility of methods in terms of technology and resources
M&E work plan schedule: integrated schedule of key events and reporting/decision-making moments
Critical events agenda
M&E organisation:
Necessary institutional and stakeholder linkages for M&E
Existence (or not) of a specific M&E unit and how it relates to the project structure and hierarchy of authority
Human resource needs:
Number, capacities and responsibilities of different stakeholders in M&E, including project staff and primary
stakeholders
Incentives for different stakeholders
Training needs of stakeholders and staff
Resource needs:
Vehicles and equipment
Technical assistance
Detailed budget allocation
Original and revised logframes
List of proposed indicators
Outline formats for data collection, annual and biannual schedule of activities, etc.
Outline formats for preparing: quarterly, biannual and annual reports; a summary of main project achieve-
ments; status reports on project inputs and resources, project outputs and results; evaluation studies
summary of findings and recommendations
Baseline survey questionnaire
Staff job descriptions and details of allowances
Technical Assistance terms of reference
M&E work plan
Detailed budget of M&E
The M&E work plan
(processes and
events) and timing
of activities
Establishing
conditions and
capacities
The M&E budget
Appendices
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4.4 Quality of your M&E and Keeping It Updated
Once you have a detailed M&E system, two more steps are needed. First, you need to check
the overall quality of the system itself, as designed. Second, you need to keep updating it to
accommodate changing information needs, skill levels and contexts as well as the refinements
in project strategies and activities. Box 4-9 shows why and how one project revised its M&E
functions.
The standard criteria for assessing the quality of your M&E system are:
Utility the M&E system will serve the practical information needs of intended users;
Feasibility the methods, sequences, timing and processing procedures proposed are realis-
tic, prudent and cost effective;
Propriety the M&E activities will be conducted legally, ethically and with due regard for the
welfare of those affected by its results;
Accuracy the M&E outputs will reveal and convey technically adequate information.
These criteria can also be used when updating the M&E system.
Box 4-9. Assuring quality in M&E
Just as the project requires continual adaptation, the M&E system will also need to be adjusted
regularly and improved as the project evolves and experience develops (see Box 4-10). The
WUPAP programme in Nepal recognised this in its project appraisal report: Keeping in view
the demand-driven approach of the programme and flexibility embedded in the implementa-
tion arrangements, the M&E and MIS approach will also be flexible in that it will respond
to emerging requirements for the feedback and information of users by redesigning its outputs
as the vision of the stakeholders broadens.
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To standardise M&E information in Cuchumatanes, Guatemala, the project with the implementing agencies developed formatting
outlines and rules about registering and using information. This was critical to be able to analyse project actions using information that
had been collected and analysed by diverse actors at various levels applying a variety of methods and through different intervention
models.
The project management of the ADIP project in Bangladesh regularly reviewed and evaluated the performance of different monitoring
methods and tried to correct the problems and remove bottlenecks. Further, they continually updated M&E plans. For example, four
years after project start-up, their plans were:
Further computerisation of the routine monitoring activities;
Increase field-level monitoring (by standard data collection) after organising new M&E technical assistance staff;
Gradually increase emphasis given to participatory types of M&E.
A GUIDE FOR PROJECT M&E SECTION 4
Box 4-10. Revising M&E in Guatemala
Discussions among key stakeholders are critical to point out weak areas of a projects M&E
system. In the APPTDP project in India, discussions with state-level project authorities brought
up the need for a process to be able to document changes from village to village and for
resources to be available to meet changing priorities. They also wanted support to synthesise
lessons and document project impacts. In addition, they suggested reviewing and modifying
progress-monitoring formats to provide room for recording qualitative information, besides
quantitative information. Finally, they suggested reviewing formats to remove information
gathering of data that has not been useful over the last ten years of implementation.
Updating not only needs to happen with the project-based M&E systems and procedures. The
learning processes of other stakeholder groups also need regular updating (see Box 4-11).
Box 4-11. Self-evaluation means that indicators change over time
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Four years after start-up, the project team in Cuchumatanes, Guatemala, analysed both the M&E expectations laid out in the appraisal
report and the information needs at different stages of management and project execution. Results showed that the M&E activities were
not very effective for:
decision-making at management levels;
determining component progress and achievements;
analysing the changes that have occurred among the primary stakeholders as a result of project intervention;
determining the appropriateness of the institutional mechanisms undertaken.
This had led to much information being produced and yet not being used for project planning and for sharing with others.
The project decided to reorganise and redirect the M&E unit, reformulate the M&E work plan and renew the M&E team itself. The main
purpose became to guarantee that the actions and work strategy of the M&E unit contribute to the achievement of expected project
outcomes. A new M&E system was designed specifically to:
reinforce the management capacity of the PMU;
strengthen local stakeholder capacity for M&E;
ensure the documentation, organisation, dissemination and use of project experiences.
One outcome would be to generate a process of permanent reflection and communication about: project focus, appropriateness of the
intervention strategy and progress with implementation and the accomplishment of objectives. Another would be to contribute to a
better ordering and use of information. It was also expected to build up and/or reinforce local capacities for sustainable M&E among
different actors and circumstances involved in project management and execution.
In one project in India, the self-evaluation of the self-help groups had become a mundane process and needed to be reviewed. The indi-
cators needed to change, as groups were maturing and achieving stability in terms of, for example, attendance and making deposits. The
original indicators were no longer so critical. More pertinent issues such as increase in loans from banks rather than only internal
borrowing would be a potential new indicator that would reflect the evolution of the local self-help groups.
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Further Reading
Three useful Websites on monitoring and evaluation (in English):
News service, discussion lists, key readings, projects, courses and workshops on M&E: http://www.mande.co.uk
A quick search for PME provides links to online documentation as well as document lists and discussions on M&E:
http://www.ids.ac.uk/eldis/
Online links to participatory M&E: http://www.worldbank.org/participation/partme.htm(or look under Operations Evaluation
Department (OED) under the general Website)
Action Aid. 2000. ALPS: Accountability, learning and planning system (with Notes to accompany ALPS). London: Action Aid. Download this
document in English and Spanish via: http://www.actionaid.org/policyandresearch/mae/mae.shtml. Or contact:
iau@actionaid.org.uk or Action Aid, Hamlyn House, Macdonald Road, Archway, London N19 5PG, United Kingdom.
Estrella, M. and Gaventa, J. 1998. Who Counts Reality? Participatory Monitoring and Evaluation: A Literature Review. IDS Working Paper 70.
Brighton: Institute of Development Studies. Download this and other documents on participation by conducting a search via:
http://www.ids.ac.uk/ids/particip/information/
Hogger, R., C. Kuchli, A. Zimmerman, M. Engler and E. Vokral. 1997. Monitoring - keeping in touch with reality. Berne: Swiss Agency for
Development and Cooperation. Download from: http://www.gtz.de/pcm/download/english/monit_e.pdf
Section 1. Introducing the M&E Guide
Section 2. Using M&E to Manage for Impact
Section 3. Linking Project Design, Annual Planning and M&E
Section 4. Setting up the M&E System
Section 5. Deciding What to Monitor and Evaluate
Section 6. Gathering, Managing and Communicating Information
Section 7. Putting in Place the Necessary Capacities and
Conditions
Section 8. Reflecting Critically to Improve Action
Annex A. Glossary of M&E Concepts and Terms
Annex B. Annotated Example of a Project Logframe Matrix and
Logframe Explanation (relates to Section 3)
Annex C. Annotated Example of an M&E Matrix (relates to
Section 5)
Annex D. Methods for Monitoring and Evaluation (relates to
Sections 3, 6 and 8)
Annex E. Sample Job Descriptions and Terms of Reference for
Key M&E Tasks (relates to Section 7)
List of Booklets in the Guide